Childminder in Buckinghamshire

Inspection date

Previous inspection date 11/06/2013 Not Applicable

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early years provision

This inspection: 4 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 3 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 The childminder is not delivering the learning and development requirements sufficiently to promote children's progress and this impacts on children's development.  The childminder does not share information with parents and carers about the curriculum and their children's development. As a result, she does not support parents to share in their children's learning at home.  Children's knowledge of themselves and other people, their differences and similarities are not fully promoted by the childminder's planning and practice.  The childminder has not reflected on her practice by taking account of parents' or children's views or by identifying strengths and weaknesses and planning how she will improve her service in the future.

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It has the following strengths

 The childminder builds strong relationships with children, she is kind and caring. Children respond by cuddling and snuggling into her, they are reassured by her presence.  The childminder manages children's care and welfare needs relatively well. Children gain independence in her care.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector sought the views of parents through questionnaires.  The inspector and the childminder carried out a joint observation.  The inspector and the childminder discussed practice.  The inspector sampled documentation to confirm legal requirements are met.

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Information about the setting

The childminder was registered in 2012. She lives in Aylesbury, Buckinghamshire. Areas of the home available to children include the living room, dining room, kitchen, upstairs bedroom and bathroom and the secure garden. She lives within walking distance of local shops and close to local schools and parks and a community centre. The childminder is able to collect children from local schools. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. Currently, there are five children on roll, two of whom are in the early years age range.

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must:

 ensure that every child's learning and care is tailored to meet their individual needs and find ways to engage and support parents in guiding their child's development at home, with particular regard to children's home cultures and languages, and children's physical development

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must:

 devise ways to monitor children's progress, identify their learning needs and plan learning experiences for each child that reflect their learning styles and interests and keep parents up to date with information on progress and development.

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must:

 implement a system to evaluate practice and drive continuous improvements across all areas of practice, taking into account the views of parents and children to develop secure action plans for these improvements.

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To further improve the quality of the early years provision the provider should:

 help children to develop positive attitudes towards themselves and others by, for example, increasing resources that represent different people, visiting different parts of the local community and making displays with children showing all the people who make up the community.

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who attend

The childminder has a limited knowledge of the learning and development requirements. She does not provide challenging activities based on children's individual needs to help them make the best possible progress in all areas of their learning. She does not gather sufficient information when children join her about their interests and learning needs. As a result, she has limited information about children's starting points and she cannot plan activities that respond to their individual learning needs. Children are achieving as expected for their age and stage of development in some areas, for example communication and language. However, the childminder has a limited understanding of children's next stage of learning and has not successfully planned to challenge them in their ongoing development. This particularly impacts on their physical development. For example, the childminder has some push-along toys to support children as they stand and

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who attend

walk, but she has not planned resources such as tunnels or low blocks to climb on, or toys to ride on, to extend their physical skills to their next stage. Also, she has identified that children enjoy puzzles and that these would support their small muscle development and problem solving skills but she has no clear plan in place to provide these. As a result, the childminder does not support children to make suitable progress in all areas or develop all the skills they will need for the next stage in their learning, including school.

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who attend

The childminder speaks to children often and they respond well, making their own efforts to speak. For example, children are encouraged to babble and gesture, expressing their wants and needs. Overall, this enables them to make satisfactory progress in their communication and language development.

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who attend

The childminder is very caring offering lots of opportunities for cuddles and snuggling in. Children fell happy with her and this supports their personal, social and emotional development.

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who attend

The childminder has a limited understanding of how to monitor children's development. Although she has talked to parents about children's home routines, she has not found out what children can do when they join her. She does not understand her responsibilities to monitor development through observational assessments. This means she is unable to plan appropriately to meet children's learning needs. As she does not understand the different areas of learning fully, she is unable to share information with parents about their children's individual learning or promote shared learning experiences. The childminder has not prioritised children's individual development in her home and this impacts on how much progress children can make, particularly in their physical development.

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The contribution of the early years provision to the well-being of children

Children are happy, settled and make strong relationships in the childminder's care. The childminder works appropriately with parents to settle children and meet their care needs, and help them feel comfortable and safe. Children look to the childminder as their special person. They look to her for reassurance, venture off but ensure that she is near. They have opportunities to meet other children of their own age through visits to toddler groups. In addition at the end of the day when older children are home from school younger children enjoy being in the middle of games. They experience being cared for by others. These close relationships help children build strong and caring attitudes within social situations. Children behave appropriately for their age. They test out what they can do by watching the reactions of others to their behaviours. The childminder is a positive role model and children learn from other children, which helps them to gain confidence

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The contribution of the early years provision to the well-being of children

and experience in learning to share and treat others with respect. This supports the children's personal, social and emotional development. However, the childminder has not considered children's ethnicity and home cultures when resourcing her home. As a result, resources do not reflect children's individual backgrounds. This means that children do not fully develop self-worth and pride in their own heritage.

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The contribution of the early years provision to the well-being of children

The childminder gives children a safe environment to play in. As they gain skills such as cruising around furniture and taking first steps, the environment allows them to take risks safely. Their self-care skills are appropriate for their age. Children are actively taking part in feeding themselves with finger foods and holding a spoon. The childminder and parents ensure that snacks and meals are healthy and nutritious. This encourages children to develop tastes for healthy foods. Routines, such as hand washing, help children develop an awareness of hygiene. Children have opportunities to learn both inside and outside. They play in the garden and visit local parks, which gives them a broader range of experiences. Overall, children are gaining some independence through the skills that they learn which means that they have some skills to support them in future learning.

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provision

The childminder's weak starting points and ineffective systems for monitoring learning mean that she is unable to promote children's learning successfully in all areas. While children make suitable progress in some areas of learning, the childminder does not promote their best possible progress and much of their development is incidental. The childminder's knowledge of children's abilities lacks information from parents to help her assess children's starting points. She has some idea of what children can currently do, but does not plan challenging experiences to help them achieve their next steps in learning.

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provision

The childminder has recently completed training on completing the required progress check. However, she does not gather appropriate information about children's development to complete this task appropriately. As a result, she is not able to make an accurate assessment of children's development at this stage, or share the information with parents and identify clear next steps for children to take.

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provision

The childminder has a satisfactory knowledge and understanding of safeguarding issues. The childminder is able to identify and respond to child protection concerns appropriately. The environment is safe both inside and out and well maintained. She arranges with parents to ensure that children are collected safely. The childminder ensures that all those who have regular contact with children are safe to do so. She monitors visitors to her premises. There is a range of policies and procedures which she shares with parents and that underpin her service. She seeks parental consent for appropriate matters, for example, to take photographs of their children.

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provision

The childminder has a weak understanding of how to evaluate her practice. While she has identified where her weaknesses are she has not taken sufficient steps to address these. As a result, she has not made enough progress since registration to make effective links with parents to support their children's development. She is involved with a buddy support network and has some contact with her early years development workers. However, she has not used these systems as a source of advice and support. Therefore, improvements are minimal and ineffective. The childminder has completed training in relation to her registration. She has also continued to seek out and access additional workshops and short courses. However, this improvement in her knowledge, this has not fed through to improvements in her practice.

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provision

Overall, parents share positive feedback about this provision. They share that children are happy and secure. The childminder currently has no contact with other early years professionals who share a joint care responsibility with her for children. However, she has a positive attitude to engaging and working in partnership with others to support children's development and well-being.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY454026 Local authority Buckinghamshire Inspection number 892669 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 5

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Name of provider

Date of previous inspection not applicable

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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